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Lecture B3: Demand for health workforce education and training (part 2)

Lecture B3: Demand for health workforce education and training (part 2). Training programme on health workforce analysys and planning Rio de Janeiro, 8-13 July. Dr Mario Roberto Dal Poz Coordinator Human Resources for health Department dalpozm@who.int.

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Lecture B3: Demand for health workforce education and training (part 2)

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  1. Lecture B3: Demand for health workforce education and training (part 2) Training programme on health workforce analysys and planning Rio de Janeiro, 8-13 July Dr Mario Roberto Dal Poz Coordinator Human Resources for health Department dalpozm@who.int

  2. What is the quality of medical education in Europe? • I don't want to sound arrogant or ignorant but what is the quality of education in Europe in medicine compared to USA/Canada (which are at the forefront of medical science/research/engineering)? • I have already found possible places to apply in Europe to English speaking schools. (there are such schools in Poland, Sweden, Czech and even Italy). • But is the quality good? • Do they produce knowledgeable innovative doctors who can compete with North American students for residency? • Do they have comparable clinical skills? • Again, I realize that Europe has a good medical system, but I honestly don't know much about it. And I haven't met any foreign residents/doctors to be able to judge for myself or even talk to them? Student Doctor Network Forums http://forums.studentdoctor.net

  3. One answer …. • "the current medical training model, which annually consumes about 100 billion USD per year worldwide, no longer works'. • "fragmented, static and outdated" The Lancet 376(9756): 1923-1958. 2010

  4. Global efforts

  5. Countries with a critical shortage of health service providers (doctors, nurses and midwives)

  6. The same countries are making slow progress towards the health-related MDGs Maternal mortality ratio per 100 000 live births in 2000 Source: WHO (2005). The World Health Report 2005 – Make Every Mother and Child Count. Geneva, World Health Organization

  7. Stock of physiciansWHR 2006 statistics compared to the latest statistics

  8. Density of medical schools by region(2008 estimate)

  9. Countries by number of medical schools (2008 estimates)

  10. Institutions, graduates and workforce by region (estimates 2008)

  11. New medical schools (public and private) in India and Brazil India Number of medical schools Brazil

  12. Quality of health training programmes / institutions • Insufficient infrastructure andequipment • Uneven • Faculty shortages • Uneven regulation and accreditation • Fragmented and static methods • Inadequate secondary and post-graduate education • Unregulated private schools

  13. Many countries are prioritizing the scale up of medical education as part of overall health sector strengthening. • Accreditation and quality measurement are important developments for standardizing medical education and physician capabilities • The status of the country’s health system affects medical education and physician retention • Coordination among ministries of education and ministries of health improves medical schools’ ability to increase health workforce capacity. • Educational planning that focuses on national health needs is improving the ability of medical graduates to meet those needs • Impressive curricular innovations are occurring in many schools. • Beyond the creation of new knowledge, research is an important instrument for medical school faculty development, retention, and infrastructure strengthening.

  14. Recent global initiatives related to the education of health professions

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